Collaborative Teaching: Perceptions, Barriers, and Extent of Use among ESL Teachers in Community-Based Programs

Abstract

Collaborative teaching finds its way into the hearts of ESL teachers in community- based programs. This study explored the perceptions, barriers, and extent of use of collaborative teaching among ESL Teachers in community -based programs. It aimed to determine if there was a significant relationship between the respondents’ perceptions and extent of use of the components of collaborative teaching and their profile variables. The relationship was measured through validated survey questionnaires. This descriptive- correlational study selected teacher respondents using sampling and total enumeration. A mixed method specifically, the sequential- explanatory design was used to achieve the objectives. Quantitative data through survey questionnaire was collected from 60 ESL teachers, semi-structured Interviews were done with 13 respondents and 15 pairs of ESL teachers were observed. Barriers were Identified through survey questionnaire and an open-ended question. The data were interpreted using frequency count, mean, percent, chi-square, percentage distribution, Spearman rank correlation and Pearson
 r. Findings revealed that ESL teachers implemented collaborative teaching to a great extent despite barriers of time management, partnership relationship issues, and the lack of collaboration skills. There was no significant relationship between the respondents’ perceptions and the extent of use of collaborative teaching and their profile variables because other relevant factors were discovered that affected the relationship based on the results of the interviews and observations. The identification of significant areas of strengths and weaknesses of the different themes, proposed enhancement intervention activities were suggested for the utilization of experienced, novice, and volunteer ESL teachers.